Thursday, October 28, 2004
Multiple Strategies and then Skill - or - Single Strategy,Skill, and Then Additional Strategies?
This is actually the thoughts of a Mr. Pete Blair of Tampa. I found this on the net and didnt know how to contact him n ask him if I could put this on my blog. So Mr. Blair if u read this, Im giving full credit to u, but forgive me for not being able to ask your permission.
~~~~
In today's Tampa Tribune, there is an article that brings an argument to my thinking, and I'd like others in this forum to express both their opinions, their experiences, and any research that backs up either argument.
The article in question indicates that in this county's elementary schools, students are simultaneously taught multiple strategies and are then expected to use the method or strategy they understand.
The example cited was the addition of two numbers, 37 and 46.
In strategy 1, students are taught to add the columns starting with the left most column and then adjusting that column if the next column figures exceed 9. Using this strategy, 3 + 4 = 7 and 7 + 6 = 13. Since the 13 exceeds 9, the 1 in the 13 is used to "adjust" (add to) the 7, resulting in 8. The final answer therefore is 83.
Strategy 2, which is similar to strategy 2, says to add, again from right to left, but in this case, treat the sums of individual columns as partial sums and then add those sums. Once again, 4 + 4 = 7 and the 7 goes below the "tens" column. 7 + 6 = 13 with the 3 going below the units column and the 1 going below the tens column. Adding the numbers in the tens column (7 + 1) again results in 8. Since there is only one figure (3) in the units column, the number is simply brought down resulting in a total of 83.
Strategy 3 strives to convert at least one of the original numbers to a number ending in zero because numbers ending in zero are easier to work with and are considered "friendly numbers." To achieve this, the student would be taught to add 3 to the 37 to bring it up to 40 (a friendly number), and then to subtract that same number from the 46, reducing it to 43. Adding 40 to 43 yields 83.
As a side comment, I was taught to add from right to left, carrying the tens value of numbers greater than nine into the next column and repeating this process until all columns had been added. However, that was in the pre-enlightened era, back in 1941, so you will just have to bear with me.
Here's my argument and the one which I would like feedback.
I believe, on the contrary (and based on many years of personal experience in developing industrial training), that it is more difficult to learn a skill while assimilating multiple strategies than it is to be taught a single strategy, gain experience and skill in applying it, and then to be introduced to additional strategies.
Do you agree with me or the learned ones running the Hillsborough County schools?
My second question is, "does the principle apply differently to adult learners than to children?"
If you agree or if you disagree with me, what is your rationale for doing so?
Pete Blair, Raleigh, NC and Sun City Center, FL
~~~~
In today's Tampa Tribune, there is an article that brings an argument to my thinking, and I'd like others in this forum to express both their opinions, their experiences, and any research that backs up either argument.
The article in question indicates that in this county's elementary schools, students are simultaneously taught multiple strategies and are then expected to use the method or strategy they understand.
The example cited was the addition of two numbers, 37 and 46.
In strategy 1, students are taught to add the columns starting with the left most column and then adjusting that column if the next column figures exceed 9. Using this strategy, 3 + 4 = 7 and 7 + 6 = 13. Since the 13 exceeds 9, the 1 in the 13 is used to "adjust" (add to) the 7, resulting in 8. The final answer therefore is 83.
Strategy 2, which is similar to strategy 2, says to add, again from right to left, but in this case, treat the sums of individual columns as partial sums and then add those sums. Once again, 4 + 4 = 7 and the 7 goes below the "tens" column. 7 + 6 = 13 with the 3 going below the units column and the 1 going below the tens column. Adding the numbers in the tens column (7 + 1) again results in 8. Since there is only one figure (3) in the units column, the number is simply brought down resulting in a total of 83.
Strategy 3 strives to convert at least one of the original numbers to a number ending in zero because numbers ending in zero are easier to work with and are considered "friendly numbers." To achieve this, the student would be taught to add 3 to the 37 to bring it up to 40 (a friendly number), and then to subtract that same number from the 46, reducing it to 43. Adding 40 to 43 yields 83.
As a side comment, I was taught to add from right to left, carrying the tens value of numbers greater than nine into the next column and repeating this process until all columns had been added. However, that was in the pre-enlightened era, back in 1941, so you will just have to bear with me.
Here's my argument and the one which I would like feedback.
I believe, on the contrary (and based on many years of personal experience in developing industrial training), that it is more difficult to learn a skill while assimilating multiple strategies than it is to be taught a single strategy, gain experience and skill in applying it, and then to be introduced to additional strategies.
Do you agree with me or the learned ones running the Hillsborough County schools?
My second question is, "does the principle apply differently to adult learners than to children?"
If you agree or if you disagree with me, what is your rationale for doing so?
Pete Blair, Raleigh, NC and Sun City Center, FL
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